Advanced search
Publication Cover
Studies in Science Education Volume 44, 2008 - Issue 1
Submit an article Journal homepage
340,288
Views
335
CrossRef citations to date
0
Altmetric
Original Articles

Students' questions: a potential resource for teaching and learning science

Christine Chin National Institute of Education, Nanyang Technological University, SingaporeCorrespondence[email protected]
&
Jonathan Osborne King's College London, UK
Pages 1-39 | Received 27 Sep 2006, Accepted 18 May 2007, Published online: 18 Feb 2008

Citations (335)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (67)

Bradley W. Bergey. (2024) To Ask or Not to Ask? A Dynamic Systems Perspective on Help Seeking in an Introductory Statistics Classroom. The Journal of Experimental Education 92:2, pages 336-358.
Read now
Andrew Kipp, Nathan Hawk & Gustavo Perez. (2024) Generating Opportunities: Strategies to Elevate Science and Engineering Practices Using ChatGPT. The Science Teacher 91:2, pages 43-47.
Read now
Sandra Parth, Maximilian Schickl, Karin Oberauer, Susanne Kubisch, Veronika Deisenrieder, Nina Liebhaber, Melanie Frick, Gerd Michelsen, Johann Stötter & Lars Keller. (2023) Teenagers performing research on climate change education in a fully integrated design-based research setting. International Journal of Science Education 0:0, pages 1-23.
Read now
Lora E. Park, Cassie O’Brien, Alessia Italiano, Deborah E. Ward & Zaviera Panlilio. (2023) “That’s a great question!” instructors’ positive responses to students’ questions improve STEM-related outcomes. Self and Identity 22:6, pages 849-895.
Read now
Johanna Kranz, Armin Baur & Andrea Möller. (2023) Learners’ challenges in understanding and performing experiments: a systematic review of the literature. Studies in Science Education 59:2, pages 321-367.
Read now
Niklas Gericke, Per Högström & Johan Wallin. (2023) A systematic review of research on laboratory work in secondary school. Studies in Science Education 59:2, pages 245-285.
Read now
Alexandra Rocha Silva, Sónia Matos, Rosalina Gabriel, Ana Moura Arroz, Daniel Sousa, Flora Piasentin & Isabel Rosário Amorim. (2023) The Field Guide audio series: mobile learning using place-based and inquiry-led approaches to promote adolescents’ interest in nature. Environmental Education Research 0:0, pages 1-23.
Read now
Nonhlanhla Ntuli & Ramona Kunene Nicolas. (2023) The categorisation of questions in the assessment of language subjects for multilingual learners in South African primary schools. South African Journal of African Languages 43:2, pages 138-145.
Read now
Koen Ottenhof, Hanna Westbroek, Jacqueline van Muijlwijk-Koezen, Martijn Meeter & Fred Janssen. (2022) Enhancing ecological hierarchical problem-solving with domain-specific question agendas. International Journal of Science Education 44:17, pages 2565-2588.
Read now
George Gyamfi, Barbara Hanna & Hassan Khosravi. (2022) Supporting peer evaluation of student-generated content: a study of three approaches. Assessment & Evaluation in Higher Education 47:7, pages 1129-1147.
Read now
Fatma Dogan & Banu Yucel-Toy. (2022) Students’ question asking process: a model based on the perceptions of elementary school students and teachers. Asia Pacific Journal of Education 42:4, pages 786-801.
Read now
Megan Willig. (2022) Connect Students With Outdoor STEM Learning Opportunities Alongside Science Professionals. Connected Science Learning 4:5.
Read now
Esther Paños, Ana Carrión & José-Reyes Ruiz-Gallardo. (2022) Promoting questioning in early childhood science education. International Journal of Science Education 44:11, pages 1840-1854.
Read now
Gloria Rodríguez-Loinaz, Ibone Ametzaga-Arregi & Igone Palacios-Agundez. (2022) ICT tools and citizen science: a pathway to promote science learning and Education for Sustainable Development in schools. Journal of Biological Education 0:0, pages 1-17.
Read now
Ronald W. Rinehart, Mason Kuhn & Todd M. Milford. (2022) The relationship between epistemic cognition and dialogic feedback in elementary and middle school science classrooms. Research in Science & Technological Education 40:3, pages 389-406.
Read now
A. Solé-Llussà, D. Aguilar & M. Ibáñez. (2022) Video-worked examples to support the development of elementary students’ science process skills: a case study in an inquiry activity on electrical circuits. Research in Science & Technological Education 40:2, pages 251-271.
Read now
Ester Aflalo & Ayala Raviv. (2022) Characteristics of classroom discourse in physics lessons. Research in Science & Technological Education 40:2, pages 168-188.
Read now
Shelby Clark, Allen G. Harbaugh & Scott Seider. (2021) Teaching questioning fosters adolescent curiosity: Analyzing impact through multiple-group structural equation modeling. Applied Developmental Science 25:3, pages 240-259.
Read now
Milan Kubiatko, Jana Fančovičová & Pavol Prokop. (2021) Factual knowledge of students about plants is associated with attitudes and interest in botany. International Journal of Science Education 43:9, pages 1426-1440.
Read now
Jamie Jirout & David Klahr. (2020) Questions – And Some Answers – About Young Children’s Questions. Journal of Cognition and Development 21:5, pages 729-753.
Read now
Esther Cascarosa, Beatriz Mazas, Begoña Martínez Peña & María José Gil Quílez. (2020) What do students think they should know about vertebrate fish?. Journal of Biological Education 54:5, pages 530-539.
Read now
Yılmaz Soysal. (2020) Investigating discursive functions and potential cognitive demands of teacher questioning in the science classroom. Learning: Research and Practice 6:2, pages 167-194.
Read now
Kim A. Kastens, Melissa Zrada & Margie Turrin. (2020) What kinds of questions do students ask while exploring data visualizations?. Journal of Geoscience Education 68:3, pages 199-219.
Read now
Lorraine Ann Jacques, Heidi Cian, Danielle C. Herro & Cassie Quigley. (2020) The Impact of Questioning Techniques on STEAM Instruction. Action in Teacher Education 42:3, pages 290-308.
Read now
Consuelo Garcia & Antoni Badia. (2020) Posting messages and acquiring knowledge in collaborative online tasks. Technology, Pedagogy and Education 29:3, pages 377-388.
Read now
Asli Sezen-Barrie, Anica Miller-Rushing & Elizabeth Hufnagel. (2020) ‘It’s a gassy world’: starting with students’ wondering questions to inform climate change education. Environmental Education Research 26:4, pages 555-576.
Read now
Richard Rymarz & Angelo Belmonte. (2020) The questions students ask? A preliminary examination of the questions raised in religious education classes in Catholic schools. British Journal of Religious Education 42:2, pages 120-128.
Read now
Dirac Sze Him Lam & Kennedy Kam Ho Chan. (2020) Characterising pre-service secondary science teachers’ noticing of different forms of evidence of student thinking. International Journal of Science Education 42:4, pages 576-597.
Read now
Janne Elo & Berit Kurtén. (2020) Exploring points of contact between enterprise education and open-ended investigations in science education. Education Inquiry 11:1, pages 18-35.
Read now
Hsin-Wen Hu, Chiung-Hui Chiu & Guey-Fa Chiou. (2019) Effects of question stem on pupils’ online questioning, science learning, and critical thinking. The Journal of Educational Research 112:4, pages 564-573.
Read now
Marc Clarà. (2019) Building on Each Other’s Ideas: A Social Mechanism of Progressiveness in Whole-Class Collective Inquiry. Journal of the Learning Sciences 28:3, pages 302-336.
Read now
Tor Ole B. Odden & Rosemary S. Russ. (2019) Vexing questions that sustain sensemaking. International Journal of Science Education 41:8, pages 1052-1070.
Read now
Jaana Herranen & Maija Aksela. (2019) Student-question-based inquiry in science education. Studies in Science Education 55:1, pages 1-36.
Read now
Teshale Biku, Tangute Demas, Negat Woldehawariat, Meaza Getahun & Altayework Mekonnen. (2018) The effect of teaching without pedagogical training in St. Paul’s Hospital Millennium Medical College, Addis Ababa, Ethiopia. Advances in Medical Education and Practice 9, pages 893-904.
Read now
Odette Umugiraneza, Sarah Bansilal & Delia North. (2018) Investigating teachers’ formulations of learning objectives and introductory approaches in teaching mathematics and statistics. International Journal of Mathematical Education in Science and Technology 49:8, pages 1148-1164.
Read now
Hani Swirski, Ayelet Baram-Tsabari & Anat Yarden. (2018) Does interest have an expiration date? An analysis of students’ questions as resources for context-based learning. International Journal of Science Education 40:10, pages 1136-1153.
Read now
Christine Cutucache, Taylor Boham, Jamie Luhr, Amie Sommers, Nikolaus Stevenson, Erkko Sointu, Kati Mäkitalo-Siegl, Sirpa Kärkkäinen, Teemu Valtonen, Neal Grandgenett & William Tapprich. (2018) NE STEM 4U afterschool intervention leads to gains in STEM content knowledge for middle school youth. Cogent Education 5:1.
Read now
Meghan Bathgate & Christian Schunn. (2017) The psychological characteristics of experiences that influence science motivation and content knowledge. International Journal of Science Education 39:17, pages 2402-2432.
Read now
Géraldine Fauville. (2017) Questions as indicators of ocean literacy: students’ online asynchronous discussion with a marine scientist. International Journal of Science Education 39:16, pages 2151-2170.
Read now
Evan J. Fishman, Hilda Borko, Jonathan Osborne, Florencia Gomez, Stephanie Rafanelli, Emily Reigh, Anita Tseng, Susan Million & Eric Berson. (2017) A Practice-Based Professional Development Program to Support Scientific Argumentation From Evidence in the Elementary Classroom. Journal of Science Teacher Education 28:3, pages 222-249.
Read now
Chelsea Cameron, Peggy Van Meter & Valerie A. Long. (2017) The Effects of Instruction on Students' Generation of Self-Questions When Reading Multiple Documents. The Journal of Experimental Education 85:2, pages 334-351.
Read now
Asli Sezen-Barrie & Gregory J. Kelly. (2017) From the teacher’s eyes: facilitating teachers noticings on informal formative assessments (IFAs) and exploring the challenges to effective implementation. International Journal of Science Education 39:2, pages 181-212.
Read now
Adele Eskeles Gottfried, Kathleen Suzanne Johnson Preston, Allen W. Gottfried, Pamella H. Oliver, Danielle E. Delany & Sirena M. Ibrahim. (2016) Pathways from parental stimulation of children’s curiosity to high school science course accomplishments and science career interest and skill. International Journal of Science Education 38:12, pages 1972-1995.
Read now
Kathryn Woods-Townsend, Andri Christodoulou, Willeke Rietdijk, Jenny Byrne, Janice B. Griffiths & Marcus M. Grace. (2016) Meet the Scientist: The Value of Short Interactions Between Scientists and Students. International Journal of Science Education, Part B 6:1, pages 89-113.
Read now
C.G. Strippel & K. Sommer. (2015) Teaching Nature of Scientific Inquiry in Chemistry: How do German chemistry teachers use labwork to teach NOSI?. International Journal of Science Education 37:18, pages 2965-2986.
Read now
Jason P. Siko & Michael K. Barbour. (2015) The Sum Is Greater Than the Parts: Deconstructing Homemade PowerPoint Games. Computers in the Schools 32:3-4, pages 167-182.
Read now
Meghan Bathgate, Amanda Crowell, Christian Schunn, Mac Cannady & Rena Dorph. (2015) The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation. International Journal of Science Education 37:10, pages 1590-1612.
Read now
J. Bryan Henderson, Anna MacPherson, Jonathan Osborne & Andrew Wild. (2015) Beyond Construction: Five arguments for the role and value of critique in learning science. International Journal of Science Education 37:10, pages 1668-1697.
Read now
Juraj Petrović & Predrag Pale. (2015) Students' perception of live lectures' inherent disadvantages. Teaching in Higher Education 20:2, pages 143-157.
Read now
Umesh Ramnarain & Paul Hobden. (2015) Shifting South African learners towards greater autonomy in scientific investigations. Journal of Curriculum Studies 47:1, pages 94-121.
Read now
Francisco Cano, Ángela García, A.B.G. Berbén & Fernando Justicia. (2014) Science Learning: A path analysis of its links with reading comprehension, question-asking in class and science achievement. International Journal of Science Education 36:10, pages 1710-1732.
Read now
Jonathan Osborne. (2014) Teaching Scientific Practices: Meeting the Challenge of Change. Journal of Science Teacher Education 25:2, pages 177-196.
Read now
Junqing Zhai, Jennifer Ann Jocz & Aik-Ling Tan. (2014) ‘Am I Like a Scientist?’: Primary children's images of doing science in school. International Journal of Science Education 36:4, pages 553-576.
Read now
Ian Abrahams, Michael J. Reiss & Rachael M. Sharpe. (2013) The assessment of practical work in school science. Studies in Science Education 49:2, pages 209-251.
Read now
Lene Møller Madsen & Thomas Theis Nielsen. (2013) Learning to do geography? University students posing questions in GIS laboratory exercises. Norsk Geografisk Tidsskrift - Norwegian Journal of Geography 67:3, pages 157-161.
Read now
Regina Jucks & Elisabeth Paus. (2013) Different Words for the Same Concept: Learning Collaboratively From Multiple Documents. Cognition and Instruction 31:2, pages 227-254.
Read now
Elisabeth Paus & Regina Jucks. (2012) Common Ground? How the Encoding of Specialist Vocabulary Affects Peer-to-Peer Online Discourse. Discourse Processes 49:7, pages 565-598.
Read now
Loucas T. Louca, Zacharias C. Zacharia & Dora Tzialli. (2012) Identification, Interpretation—Evaluation, Response: An alternative framework for analyzing teacher discourse in science. International Journal of Science Education 34:12, pages 1823-1856.
Read now
Galit Hagay & Ayelet Baram-Tsabari. (2012) Including Students’ Voices as Engagement With Curriculum: Perspectives From a Secondary Biology Course. Canadian Journal of Science, Mathematics and Technology Education 12:2, pages 160-177.
Read now
Eric M. Anderman, Gale M. Sinatra & DeLeon L. Gray. (2012) The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners. Studies in Science Education 48:1, pages 89-117.
Read now
Mirko Marušić & Josip Sliško. (2012) Influence of Three Different Methods of Teaching Physics on the Gain in Students' Development of Reasoning. International Journal of Science Education 34:2, pages 301-326.
Read now
Maija Ahtee, Kalle Juuti, Jari Lavonen & Liisa Suomela. (2011) Questions asked by primary student teachers about observations of a science demonstration. European Journal of Teacher Education 34:3, pages 347-361.
Read now
Maria Helena Pedrosa‐de‐Jesus & Betina da Silva Lopes. (2011) The relationship between teaching and learning conceptions, preferred teaching approaches and questioning practices. Research Papers in Education 26:2, pages 223-243.
Read now
Eira Wyn Patterson. (2011) Initial teacher development in science: the impact of constructivist‐informed practice on learning. Teacher Development 15:1, pages 69-86.
Read now
Christine Chin & Jonathan Osborne. (2010) Supporting Argumentation Through Students' Questions: Case Studies in Science Classrooms. Journal of the Learning Sciences 19:2, pages 230-284.
Read now
Helena Tegler & Helen Melander Bowden. Aided-speaking students’ unsolicited questions in teacher-fronted classroom talk: the use of speech-generating devices to ask questions. Classroom Discourse 0:0, pages 1-24.
Read now
Selin Urhan, Oğuzhan Gençaslan & Şenol Dost. An argumentation experience regarding concepts of calculus with ChatGPT. Interactive Learning Environments 0:0, pages 1-26.
Read now

Articles from other publishers (268)

Junyi Yang, Joshua F. Lawrence & Vibeke Grøver. (2024) What else will I do when I start school? Preschoolers’ wh -questions in dinnertime conversations and their language development . First Language 44:3, pages 301-323.
Crossref
Jianlan Wang, Yuanhua Wang, Shahin Shawn Kashef & Yanhong Moore. (2024) Quantitative Measurement of Pre-Service Teachers’ Competency of Questioning in Scaffolding Students’ Science Learning. Research in Science Education.
Crossref
Derya Serbest & Nalan Akkuzu Güven. (2024) Predictors of Global Scientific Literacy of Pre-Service Teachers: A Structural Equation Modeling Study. Kuramsal Eğitimbilim 17:2, pages 272-306.
Crossref
Jianlan Wang, Yuanhua Wang, Yanhong Moore, Stacey Sneed, Beth Thacker & Stephanie Hart. (2023) Analyzing the Patterns of Questioning Chains and Their Intervention on Student Learning in Science Teacher Preparation. International Journal of Science and Mathematics Education 22:4, pages 809-836.
Crossref
Nataša Nikolić & Radovan Antonijević. (2023) Problem-Solving in Biology Teaching: Students’ Activities and Their Achievement. International Journal of Science and Mathematics Education 22:4, pages 765-785.
Crossref
Daichi MORIKAWA & Daiki NAKAMURA. (2024) Development of a Method for Fostering the Ability to Find Variables in Question-Setting Situations問いの設定場面における「変数を見いだす力」の育成方法の開発. Journal of Research in Science Education 64:3, pages 329-339.
Crossref
Salih Gülen & Tuğba Yadigar. (2024) Question Tree Technique in Science Education; Sample Application. Educational Academic Research:52, pages 107-122.
Crossref
Cecilia Björk, Mats Granfors & S. Alex Ruthmann. (2023) Learning music theorising through inspiration and curiosity. Insights from emergent lesson design in an upper secondary school in Finland. British Journal of Music Education 41:1, pages 3-19.
Crossref
Harsh Salankar, Swapnil Bhirange, Sonali Rode, Madhur Gupta, Ashish Sharma & Priyanka Chaubey. (2024) Teaching Systems and their Sub-Topics Under Competency-Based Medical Education (CBME) to Undergraduate Medical Students in a Stepwise Approach. Journal of Pharmacy and Bioallied Sciences 16:Suppl 1, pages S353-S355.
Crossref
Ryan S. Nixon & Leigh K. Smith. (2023) Elementary teachers' self‐regulated learning of science subject matter through teaching experience. School Science and Mathematics 124:1, pages 6-17.
Crossref
Samarnh Pang, Kimkong Heng & Ramo Rin. (2024) Investigating students’ attitudes toward student questioning in EFL classrooms: Insights from a mixed-method study. SSRN Electronic Journal.
Crossref
Robert J. Weijers, Björn B. de Koning, Ester Scholten, L.Y.J. Wong & Fred Paas. (2024) “Feel free to ask”: Nudging to promote asking questions in the online classroom. The Internet and Higher Education 60, pages 100931.
Crossref
Khandoker Ashik Uz Zaman, Yusuf Mahbubul Islam & Md Abu Sayed. 2024. Advanced Computing and Intelligent Technologies. Advanced Computing and Intelligent Technologies 165 187 .
Boumedyen Shannaq. 2024. Advances in Information and Communication. Advances in Information and Communication 471 481 .
Akife KURT & Ali GÖÇER. (2023) Türkçe Dersi Okuma ve Dinleme/İzleme Süreçlerinde Soru Formülasyonu Tekniğinin (QFT) KullanımıThe Use of Question Formulation Technique (QFT) in Reading and Listening/Watching Processes in Turkish Lesson. Türkiye Eğitim Dergisi 8:2, pages 340-360.
Crossref
Sare Asli, Zinab Safi, Abeer Shehadeh-Nasser, Avi Hofstein & Muhamad Hugerat. (2023) LEARNING STYLES OF A STORY ABOUT SUSTAINABILITY: THEIR EFFECT ON THE LEVEL OF QUESTIONING OF STUDENTS IN PRIMARY EDUCATION. Journal of Baltic Science Education 22:6, pages 1011-1024.
Crossref
Amal A. Alsufyani. (2023) “Scie-losophy” a teaching and learning framework for the reconciliation of the P4C and the scientific method. MethodsX 11, pages 102417.
Crossref
Kenji YANASE, Yuuki HONDA, Kento YAMADA, Naoyuki TASHIRO, Jun-ichi KURIHARA & Takayuki YAMADA. (2023) Typification and Classification of Questions in Lower Secondary School Science Textbooks: Through Comparison of Three Companies’ 2020 MEXT-Certified Textbooks中学校理科教科書に記載されている「問い」の分類とその特徴. Journal of Research in Science Education 64:2, pages 163-173.
Crossref
Zhaozhen Xu, Amelia Howarth, Nicole Briggs & Nello Cristianini. (2023) Understanding Visitors’ Curiosity in a Science Centre with Deep Question Processing Network. International Journal of Artificial Intelligence in Education.
Crossref
Medha Mohan Ambali Parambil, Amna Mohammed Abdulla Alhammadi, Fady Alnajjar, Zouheir Trabelsi, Luqman Ali & Muhammed Swavaf. (2023) Visualizing Student Attention in Smart Classrooms: A Preliminary Study. Visualizing Student Attention in Smart Classrooms: A Preliminary Study.
Viet-Hai Nguyen, Ping-Han Cheng, Yu-Hsuan Chien & Chun-Yen Chang. (2023) The scientist’s ways in national science curricula: A comparative study between Taiwan and Vietnam. Eurasia Journal of Mathematics, Science and Technology Education 19:11, pages em2355.
Crossref
Said Al Faraby, Adiwijaya Adiwijaya & Ade Romadhony. (2023) Review on Neural Question Generation for Education Purposes. International Journal of Artificial Intelligence in Education.
Crossref
Burhanuddin Yasin, Faisal Mustafa, Diva Safina, Yusri Yusuf, Khairuddin Khairuddin & Barep Sarinauli. (2023) Introducing Contextual Teaching and Learning as a Transition from Textbook-Based Curriculum to the National Curriculum. European Journal of Educational Research volume-12-2023:volume-12-issue-4-october-2023, pages 1767-1779.
Crossref
Gökhan Kaya & Berat Ahi. (2022) The Epistemic Role of Children’s Questions and Teacher’s Responses in Preschool Classroom Discourse. Journal of Education 203:4, pages 865-876.
Crossref
Chrysi Rapanta, Andrea Miralda-Banda, Mercè Garcia-Milà, Maria Vrikki, Fabrizio Macagno & Maria Evagorou. (2023) Detecting the factors affecting classroom dialogue quality. Linguistics and Education 77, pages 101223.
Crossref
Pilvi Sihvonen, Jaana Herranen, Veera Uusi-Äijö & Maija Aksela. (2023) Teacher agency in using students’ questions in climate change education. Interdisciplinary Journal of Environmental and Science Education 19:4, pages e2317.
Crossref
W A Pertiwi, S Kusairi, A D Kusumawati, A P K Shanthie & L D Haeruman. (2023) Profile of scientific argumentation of elementary school teachers using Toulmin’s Argumentation Pattern (TAP) in Physics concept of potable water sources. Journal of Physics: Conference Series 2596:1, pages 012077.
Crossref
Yuan Zhao, Tao Huang, Han Wang & Jing Geng. (2023) Personalized Teaching Questioning Strategies Study Based on Learners’ Cognitive Structure Diagnosis. Behavioral Sciences 13:8, pages 660.
Crossref
Oktariani Nurul Pratiwi, Riska Yanu Fa’rifah, Iqbal Rahmadhian Pamungkas, Rani Megasari & Annisa Syafarani Callista. (2023) Adaptive E-Assessment Framework. Adaptive E-Assessment Framework.
İlknur ÖZPINAR. (2023) Secondary School Students’ Attitudes and Teacher-Student Views on Questioning in Mathematics CourseSecondary School Students’ Attitudes and Teacher-Student Views on Questioning in Mathematics Course. International e-Journal of Educational Studies 7:14, pages 359-380.
Crossref
Jake Andrews & Ovidiu Bagdasar. (2023) Escape Rooms for Secondary Mathematics Education: Design and Experiments. Open Education Studies 5:1.
Crossref
Nicolás Ayala Tovar & Ana María Clavijo Vanegas. (2023) Relación entre las preguntas que formulan estudiantes y los Estándares Básicos de Competencias. Bio-grafía 16:31.
Crossref
Grace Tiffany, Krystal Grieger, Kassidy Johnson & James Nyachwaya. (2023) Characterizing students’ peer–peer questions: frequency, nature, responses and learning. Chemistry Education Research and Practice 24:3, pages 852-867.
Crossref
Zummy Anselmus Dami, Marlon Butarbutar & Sri Wahyuni Kusradi. (2022) Two different models of pedagogy: Rethinking teachers’ pedagogy competency in Christian religious education. International Journal of Christianity & Education 27:2, pages 142-167.
Crossref
Julia Gil Llinás & Luis Manuel Tobaja Márquez. (2023) An Educational Method Based on Student-Generated Questions. International Journal of Educational Methodology 9:2, pages 333-343.
Crossref
Jonathan Kilpelä, Jenna Hiltunen, Markus Hähkiöniemi, Kaisa Jokiranta, Sami Lehesvuori, Pasi Nieminen & Jouni Viiri. (2023) Analyzing science teachers’ support of dialogic argumentation using teacher roles of questioning and communicative approaches. Dialogic Pedagogy: An International Online Journal 11:3, pages A88-A118.
Crossref
Kiyotaka Miyazaki. (2023) Questioning in Bakhtinian dialogic pedagogy and argumentation theory. Dialogic Pedagogy: An International Online Journal 11:3, pages A42-A64.
Crossref
Carmel Bar & Anat Yarden. (2023) Oh Deer … Practicing Scientific Inquiry and Data Literacy through an Authentic Gazelle Data Set. The American Biology Teacher 85:5, pages 245-251.
Crossref
Jeff Elhai. (2023) Science Literacy: a More Fundamental Meaning. Journal of Microbiology & Biology Education 24:1.
Crossref
Yilmaz Soysal. (2023) Developing a Phenomenographic Argument for Science Teacher Educators’ Conceptions Regarding Question-Asking. Science & Education.
Crossref
Víctor López-Simó, Carme Grimalt-Álvaro & Neus Sanmartí. (2023) Could competence-based chemistry teaching in secondary school harm students’ performance in upper traditional exams?. Chemistry Education Research and Practice 24:2, pages 754-767.
Crossref
Yu-Ping Cheng, Chin-Feng Lai, Yun-Ting Chen, Wei-Sheng Wang, Yueh-Min Huang & Ting-Ting Wu. (2023) Enhancing student's computational thinking skills with student-generated questions strategy in a game-based learning platform. Computers & Education, pages 104794.
Crossref
Yu-Ren Lin. (2023) An idiom-driven learning strategy to improve low achievers’ science comprehension, motivation, and argumentation.. Computers & Education 195, pages 104710.
Crossref
Akira KISHI, Yoshihiro FUJIMOTO, Norihisa SAKAKIBARA & Yoshiaki MIZUOCHI. (2023) Judgment of Questions That Can Be Scientifically Explored during Discussion at the Time of Unit Introduction単元導入時の話し合い場面における科学的探究が可能な問いの可否判断. Journal of Research in Science Education 63:3, pages 551-562.
Crossref
Polat Sendurur & Selcan Kilis. (2022) Examining dyadic conceptual elaboration regarding different group compositions in online asynchronous discussion. Asia Pacific Education Review 24:1, pages 129-143.
Crossref
Mohammed Saqr & Sonsoles López-Pernas. (2023) The temporal dynamics of online problem-based learning: Why and when sequence matters. International Journal of Computer-Supported Collaborative Learning 18:1, pages 11-37.
Crossref
Melvin Freestone, Khalid Khan & Jon Mason. (2023) Question sense, inquiry, and inventiveness. PROSPECTS.
Crossref
Suna ÖZCAN. (2023) Minik dedektiflerin büyüteçlerinden sorular: Bir karma araştırma örneğiQuestions from the little detectives' magnifiers: An example of mixed research. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi:32, pages 65-78.
Crossref
Longkai Wu, Yaohuizhuo Liu, Meng-Leong How & Sujin He. (2023) Investigating Student-Generated Questioning in a Technology-Enabled Elementary Science Classroom: A Case Study. Education Sciences 13:2, pages 158.
Crossref
Jianlan Wang, Yuanhua Wang, Kyle Wipfli, Beth Thacker & Stephanie Hart. (2023) Investigating learning assistants’ use of questioning in online courses about introductory physics. Physical Review Physics Education Research 19:1.
Crossref
Taslim D. NUR, Aloysius Duran COREBIMA, Siti ZUBAİDAH, Ibrohim IBROHIM & Muhammad SAEFİ. (2023) Learning Biology through Thinking Empowerment by Questioning: The Effect on Conceptual Knowledge and Critical Thinking. Participatory Educational Research 10:1, pages 122-139.
Crossref
Robert Weijers, Björn de Koning, Yvonne Vermetten & Fred Paas. (2023) Nudging Autonomous Learning Behavior: Three Field Experiments. Education Sciences 13:1, pages 49.
Crossref
Ayala Raviv & Ester Aflalo. (2023) Classroom discourse in single-sex physics classes: A case study. European Journal of Science and Mathematics Education 11:1, pages 182-196.
Crossref
Lidia Vaschenko. (2023) EDUCATIONAL DIALOGUE AS A METHOD OF FORMATIVE ASSESSMENT OF SCHOOL STUDENTS’ LEARNING OUTCOMES. Continuing Professional Education: Theory and Practice 74:1, pages 105-113.
Crossref
José Otero & Cleci Werner da Rosa. (2023) Metacognición en el aprendizaje de las ciencias: saber lo que no se sabe o no se comprende. Educação e Pesquisa 49.
Crossref
Iulian Radu, Xiaomeng Huang, Greg Kestin & Bertrand Schneider. (2023) How augmented reality influences student learning and inquiry styles: A study of 1-1 physics remote AR tutoring. Computers & Education: X Reality 2, pages 100011.
Crossref
Tian Luo, Lilith Rüschenpöhler & Jian Wang. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 401 408 .
Gui Ying Annie Yang-HeimGui Ying Annie Yang-Heim. 2023. Cultural Perspectives on Indigenous Students’ Reading Performance. Cultural Perspectives on Indigenous Students’ Reading Performance 95 153 .
Inés M. Bargiela, Blanca Puig, Paloma Blanco-Anaya & Lucy Avraamidou. 2023. Fostering Scientific Citizenship in an Uncertain World. Fostering Scientific Citizenship in an Uncertain World 183 199 .
Yilmaz Soysal. (2022) Science Teachers’ Challenging Questions for Encouraging Students to Think and Speak in Novel Ways. Science & Education.
Crossref
Anette Markula & Maija Aksela. (2022) The key characteristics of project-based learning: how teachers implement projects in K-12 science education. Disciplinary and Interdisciplinary Science Education Research 4:1.
Crossref
Anna Filipi, Amanda Berry & Minh Hue Nguyen. (2022) Students’ unsolicited initiations in a science classroom as displays of competence. Linguistics and Education 72, pages 101124.
Crossref
Alandeom W. Oliveira, Adam O. Brown, Katelyn Day, Rebecca Saviolli, Savannah Joh Campbell, Heather Potkins & Joanna M. Weld. (2022) Authorised cheat sheets in undergraduate biology: Using pictographic organisers to foster student creative cognition. Review of Education 10:3.
Crossref
Selva BAKKALOGLU & Gülhiz PİLTEN. (2022) İlkokul Öğrencilerinin Farklı Metin Türlerine Yönelik Sorularının İncelenmesi. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 8:3, pages 741-757.
Crossref
Yuuki HONDA, Kento YAMADA, Jun-ichi KURIHARA & Takayuki YAMADA. (2022) Classification and Exploratory Characteristics of “Questions” in Elementary School Science Textbooks in Japan: Through Comparison of Y Company’s 2010 and 2019 Textbooks Certified by the Ministry of Education小学校理科教科書に記載されている「問い」の分類とその探究的な特徴. Journal of Research in Science Education 63:2, pages 381-398.
Crossref
Ayşe Dilek YEKELER GÖKMEN & Mustafa ULUSOY. (2022) Birinci Dilde Üretici (Aktif) Kelime Bilgisinin Gelişimi: “Bil Bakalım Kim?” Oynayalım- Development of Productive (Active) Vocabulary in the First Language: Let's Play “Guess Who?”. Kastamonu Eğitim Dergisi.
Crossref
Kamryn FroehleLogan DickmanAdam R. Phillips, Homero MurziMarie Paretti. (2022) Understanding Lifelong Learning and Skills Development: Lessons Learned from Practicing Civil Engineers. Journal of Civil Engineering Education 148:4.
Crossref
Christine Lee Bae, Martinique A. Sealy, Lauren Cabrera, Jessica R. Gladstone & Daphne Mills. (2022) Hybrid discourse spaces: A mixed methods study of student engagement in U.S. science classrooms. Contemporary Educational Psychology 71, pages 102108.
Crossref
Irlanda Olave, Ana Cecilia Villarreal & Lizette Drusila Flores. (2022) La formulación de preguntas de los docentes para fomentar la participación de los estudiantes universitarios. Revista Brasileira de Linguística Aplicada 22:3, pages 774-806.
Crossref
Thomas Walters, Nicola J. Simkiss, Robert J. Snowden & Nicola S. Gray. (2021) Secondary school students’ perception of the online teaching experience during COVID‐19: The impact on mental wellbeing and specific learning difficulties. British Journal of Educational Psychology 92:3, pages 843-860.
Crossref
Vicente Sanjosé & José Otero. (2021) Elementary pre-service teachers’ conscious lack of knowledge about technical artefacts. International Journal of Technology and Design Education 32:4, pages 2093-2110.
Crossref
Yao Kang Shuy, Daniel Ch’ng, Yuxuan Huang, Muhammad Danish Bin Massuryono & Lavisha S Punjabi. (2022) Teaching and learning during the COVID-19 pandemic: Perspectives of medical students in Singapore. Annals of the Academy of Medicine, Singapore 51:8, pages 510-511.
Crossref
Chung Hyeseung. (2022) Analysis of student questions contents in English curriculum of Ontario, Canada. Journal of Curriculum and Evaluation 25:3, pages 53-74.
Crossref
Mehmet Celepkolu, Aisha Chung Galdo & Kristy Elizabeth Boyer. (2022) Fostering Balanced Contributions Among Children Through Dialogue Visualization. IEEE Transactions on Learning Technologies 15:4, pages 454-466.
Crossref
Daichi MORIKAWA, Mikiharu ISHITOBI & Daiki NAKAMURA. (2022) Development of a Method for Assessing Students’ Ability to Find Variables in Natural Phenomena問題事象から変数を見いだす力の評価方法の開発. Journal of Research in Science Education 63:1, pages 61-69.
Crossref
Kento YAMADA, Yuuki HONDA, Yoshiki KIHARA, Kosuke KAWAMOTO & Takayuki YAMADA. (2022) Typification and Characteristics of Questions in Observations and Experiments in Lower Secondary School Science: A Comparative Study of 2011 and 2020 Textbooks中学校理科の観察・実験等における「問い」の分類とその特徴. Journal of Research in Science Education 63:1, pages 189-204.
Crossref
Yilmaz Soysal & Somayyeh Soysal. (2022) Exploring Prospective Classroom Teacher Question Types for Productive Classroom Dialogue. ECNU Review of Education, pages 209653112211092.
Crossref
Jo Mackiewicz & Isabelle Thompson. (2022) Students’ Questions in Writing Center Conferences. Written Communication 39:3, pages 497-527.
Crossref
Bilge Aslan Altan. (2022) Students’ Behavior of Asking Questions Through Narrative and Informative Texts. Journal of Education 202:3, pages 320-329.
Crossref
Leon Reicherts, Yvonne Rogers, Licia Capra, Ethan Wood, Tu Dinh Duong & Neil Sebire. (2022) It's Good to Talk: A Comparison of Using Voice Versus Screen-Based Interactions for Agent-Assisted Tasks. ACM Transactions on Computer-Human Interaction 29:3, pages 1-41.
Crossref
Shibo Mao, Di Wang, Chaoying Tang & Pinhua Dong. (2022) Students’ Online Information Searching Strategies and Their Creative Question Generation: The Moderating Effect of Their Need for Cognitive Closure. Frontiers in Psychology 13.
Crossref
Kübra DEMİR ÖĞRENCİ. (2022) OKUL ÖNCESİ ÖĞRETMENLERİNİN SORULARININ TÜREVLERİNİN VE BİLİŞSEL TALEP DÜZEYLERİNİN BELİRLENMESİEXAMINATION OF PRE-SCHOOL TEACHERS' QUESTION TYPES AND COGNITIVE DEMAND LEVELS. Uludağ Üniversitesi Eğitim Fakültesi Dergisi 35:1, pages 200-229.
Crossref
Yilmaz Soysal & Somayyeh Soysal. (2022) Exploring Science Teacher Questions’ Influence on the Students’ Talk Productivity: A Classroom Discourse Analysis Approach. SAGE Open 12:2, pages 215824402211024.
Crossref
Jessica Lynn Lantz, Juhong Christie Liu & Iccha Basnyat. 2022. Cases on Innovative and Successful Uses of Digital Resources for Online Learning. Cases on Innovative and Successful Uses of Digital Resources for Online Learning 204 222 .
Courtney B. Hilton, Micah B. Goldwater, Dale Hancock, Matthew Clemson, Alice Huang & Gareth Denyer. (2022) Scalable Science Education via Online Cooperative Questioning. CBE—Life Sciences Education 21:1.
Crossref
Marila Lázaro, Camila López-Echagüe & Fiorella Gago. (2022) Learning Logs: Reflective Writing and Metacognition in Bioethics Courses. Canadian Journal of Bioethics 5:4, pages 68.
Crossref
Ludmila Butenko. (2022) Development of Questioning Activity of Future Teachers in the Process of Studying Pedagogical Disciplines. Education and Pedagogical Sciences:3 (181), pages 14-28.
Crossref
Veeramuthu Veerappan, Mokhtarrudin Ahmad, Kavitha Balakrishnan, Mohd Afizal Aris & Wei Hui Suan. (2024) Genre analysis of introduction section in electrical engineering undergraduate laboratory reports. F1000Research 11, pages 163.
Crossref
Veeramuthu Veerappan, Mokhtarrudin Ahmad, Kavitha Balakrishnan, Mohd Afizal Aris & Wei Hui Suan. (2023) Genre analysis of introduction section in electrical engineering undergraduate laboratory reports. F1000Research 11, pages 163.
Crossref
Ariska Mifianita, Slamet Suyanto & Tien Aminatun. Analysis of the quality of visual representation of electronic school book (ESB) on biology subjects at senior high school. Analysis of the quality of visual representation of electronic school book (ESB) on biology subjects at senior high school.
Katelyn E. Kurkul, Julie Dwyer & Kathleen H. Corriveau. (2022) ‘What do YOU think?’: Children's questions, teacher's responses and children's follow-up across diverse preschool settings. Early Childhood Research Quarterly 58, pages 231-241.
Crossref
Hasan Ozgur Kapici, Hakan Akcay & Ece Ebrar Koca. (2021) Comparison of the Quality of Written Scientific Arguments in Different Laboratory Environments. International Journal of Science and Mathematics Education 20:1, pages 69-88.
Crossref
Anna Nicolaou. 2022. HCI International 2022 - Late Breaking Papers. Interaction in New Media, Learning and Games. HCI International 2022 - Late Breaking Papers. Interaction in New Media, Learning and Games 347 363 .
Yvette Apatiga & Kim-Phuong L. Vu. 2022. HCI International 2022 - Late Breaking Papers. Interaction in New Media, Learning and Games. HCI International 2022 - Late Breaking Papers. Interaction in New Media, Learning and Games 189 206 .
Alexander Tobias Neumann, Simon Breuer & Ralf Klamma. 2022. Collaboration Technologies and Social Computing. Collaboration Technologies and Social Computing 190 204 .
Emmanuel Manalo. 2022. Integrated Education and Learning. Integrated Education and Learning 73 94 .
Melvin Freestone & Jon Mason. 2022. Design, Learning, and Innovation. Design, Learning, and Innovation 213 229 .
Gillian Kidman. 2022. Teaching Primary Geography. Teaching Primary Geography 81 92 .
Marta Carli, Anna Fiorese & Ornella Pantano. 2022. Children’s Creative Inquiry in STEM. Children’s Creative Inquiry in STEM 65 84 .
Zohour Ibrahim Rashwan, Toqa Jameel Busebaia, Amal Saad AL-Sabbagh & Rasha Salah Eweida. (2021) Effect of guided reciprocal peer questioning strategy on pediatric nursing students' self-esteem and metacognitive awareness: Current approach and future directions. Nurse Education Today 107, pages 105153.
Crossref
Fru Vitalis Akuma & Estelle Gaigher. (2021) A Systematic Review Describing Contextual Teaching Challenges Associated With Inquiry-Based Practical Work in Natural Sciences Education. Eurasia Journal of Mathematics, Science and Technology Education 17:12, pages em2044.
Crossref
Nina M. Nesseth, Amy M. Henson & Chantal L. Barriault. (2021) A Framework for Understanding the Nature of Questions Asked by Audience Participants at Science Cafés. Frontiers in Education 6.
Crossref
Norsyazwani Muhamad Dah & Mohd Syafiq Aiman Mat Noor. (2021) Facilitating Pupils’ Questioning Skills in Open Inquiry Learning Through an Investigable Question Formulation Technique (IQFT). Journal of Mathematics and Science Teacher 1:2, pages em005.
Crossref
Cristina Valls-Bautista, Anna Solé-LLussà & Marina Casanoves. (2021) Pre-service teachers' acquisition of scientific knowledge and scientific skills through inquiry-based laboratory activity. Higher Education, Skills and Work-Based Learning 11:5, pages 1160-1179.
Crossref
Stephan Napierala, Fatma Batur & Torsten Brinda. (2021) What do Students Want to Know About the Digital World?. What do Students Want to Know About the Digital World?.
Elisabeth Mayweg-Paus, Maria Zimmermann & Claudia Lefke. (2021) “You Are Not Alone”–Opportunities and Challenges for University Students’ Collaborative Engagement When Dealing With Online Information About COVID-19. Frontiers in Psychology 12.
Crossref
Anita S. Tseng, Sade Bonilla & Anna MacPherson. (2021) Fighting “bad science” in the information age: The effects of an intervention to stimulate evaluation and critique of false scientific claims. Journal of Research in Science Teaching 58:8, pages 1152-1178.
Crossref
Alandeom W. Oliveira, Adam Oliver Brown, Wo Su Zhang, Patrick LeBrun, Liam Eaton & Suhaila Yemen. (2021) Fostering creativity in science learning: The potential of open-ended student drawing. Teaching and Teacher Education 105, pages 103416.
Crossref
Yuchen Shi, Xiaomin Shen, Tao Wang, Li Cheng & Anchen Wang. (2021) Dialogic teaching of controversial public issues in a Chinese middle school. Learning, Culture and Social Interaction 30, pages 100533.
Crossref
Isaac KS Ng, Valencia RY Zhang, Fan Shuen Tseng, Desiree SH Tay, Shuh Shing Lee & Tang Ching Lau. (2021) Learning during the pandemic: Perspectives of medical students in Singapore. Annals of the Academy of Medicine, Singapore 50:8, pages 638-642.
Crossref
Kübra DEMİR. (2021) Investigation of Preeschool Teachers' Questions' TypesInvestigation of Preeschool Teachers' Questions' Types. Academy Journal of Educational Sciences 5:1, pages 27-44.
Crossref
Nazli Ruya TAŞKIN. (2021) Biyoloji Öğretmenlerinin Sözel Soru-Cevap Sürecine İlişkin Özelliklerinin İncelenmesi. Eğitim Bilimleri Dergisi.
Crossref
Maurizio Costabile. (2021) Design, implementation, and assessment of an interactive simulation to teach undergraduate immunology students hemolytic disease of the newborn. Advances in Physiology Education 45:2, pages 299-306.
Crossref
Gary Pan, Poh-Sun Seow, Venky Shankararaman & Kevin Koh. (2020) An exploration into key roles in making project-based learning happen. Journal of International Education in Business 14:1, pages 109-129.
Crossref
Caroline Gaudreau, Andres S. Bustamante, Kathy Hirsh‐Pasek & Roberta Michnick Golinkoff. (2021) Questions in a Life‐Sized Board Game: Comparing Caregivers' and Children's Question‐Asking across STEM Museum Exhibits. Mind, Brain, and Education 15:2, pages 199-210.
Crossref
Ana Cristina Torres, João Paiva & Ana Mouraz. (2021) High School Students’ Questions About Science and Religion in School Debates with Scientists. Eurasia Journal of Mathematics, Science and Technology Education 17:6, pages em1967.
Crossref
Seongeun Hong & David Kellogg. (2021) ‘What does the fox say?’. Language Teaching for Young Learners 3:1, pages 117-136.
Crossref
Zummy Anselmus Dami, Ferdinant Alexander & Yanjumseby Yeverson Manafe. (2020) Jesus’ Questions in the Gospel of Matthew: Promoting Critical Thinking Skills. Christian Education Journal: Research on Educational Ministry 18:1, pages 89-111.
Crossref
Christine Lindstrøm. (2021) The Pedagogical Power of Wonder Questions . The Physics Teacher 59:4, pages 275-277.
Crossref
Ester Aflalo. (2018) Students generating questions as a way of learning. Active Learning in Higher Education 22:1, pages 63-75.
Crossref
Matti Hiltunen, Sirpa Kärkkäinen & Tuula Keinonen. (2021) Identifying Student Teachers’ Inquiry-Related Questions in Biology Lessons. Education Sciences 11:2, pages 87.
Crossref
Adri Nirwan Ahamad, Mohd Ali Samsudin, Mohd Erfy Ismail & Nur Jahan Ahmad. (2021) Enhancing the Achievement in Physics’ Motion Concept through Online Multiple Intelligence Learning Approach. Eurasia Journal of Mathematics, Science and Technology Education 17:2, pages em1941.
Crossref
Julia B. Caton, Sukyung Chung, Nia Adeniji, Jason Hom, Kiran Brar, Audra Gallant, Madika Bryant, Adam Hain, Pree Basaviah & Poonam Hosamani. (2020) Student engagement in the online classroom: comparing preclinical medical student question‐asking behaviors in a videoconference versus in‐person learning environment. FASEB BioAdvances 3:2, pages 110-117.
Crossref
Valeria Carolina Edelsztein & Lydia Raquel Galagovsky. (2021) Identificar y responder preguntas resolubles mediante un diseño experimental: una experiencia con docentes de escuela primaria. Ciência & Educação (Bauru) 27.
Crossref
Ting-Chia Hsu, Hal Abelson, Natalie Lao, Yu-Han Tseng & Yi-Ting Lin. (2021) Behavioral-pattern exploration and development of an instructional tool for young children to learn AI. Computers and Education: Artificial Intelligence 2, pages 100012.
Crossref
Longkai Wu & Sujin He. 2021. Scaling up ICT-based Innovations in Schools. Scaling up ICT-based Innovations in Schools 193 206 .
Tasmia Shahriar & Noboru Matsuda. 2021. Artificial Intelligence in Education. Artificial Intelligence in Education 395 407 .
Dagnija Cedere, Rita Birzina, Tamara Pigozne & Elena Vasilevskaya. (2020) PERCEPTIONS OF TODAY’S YOUNG GENERATION ABOUT MEANINGFUL LEARNING OF STEM. Problems of Education in the 21st Century 78:6, pages 920-932.
Crossref
Friederike Hendriks, Elisabeth Mayweg-Paus, Mark Felton, Kalypso Iordanou, Regina Jucks & Maria Zimmermann. (2020) Constraints and Affordances of Online Engagement With Scientific Information—A Literature Review. Frontiers in Psychology 11.
Crossref
Núria Roca & Maite Garcia-Valles. (2020) Trainee Teacher Experience in Geoscience Education: Can We Do Better?. Geoheritage 12:4.
Crossref
Abdulwali H. Aldahmash & Naem M. Alamri. (2020) An Analysis of the Inclusion of Mathematical Discourse Components in Arabic Mathematical Textbooks: The Case of Saudi Arabia. Frontiers in Psychology 11.
Crossref
Halil İ̇̇brahim AKILLI & Sevgi KINGIR. (2020) The Impact of High-Level Teacher Questioning on Elementary School Students’ Achievement, Retention and Attitude in Science. Journal of Education in Science, Environment and Health.
Crossref
Katharine Lee & Julie Barnett. (2020) ‘Will polar bears melt?’ A qualitative analysis of children’s questions about climate change. Public Understanding of Science 29:8, pages 868-880.
Crossref

Displaying 200 of 335 citing articles. Use the download link below to view the full list of citing articles.

Download full citations list

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.